Abstract

The research was undertaken at the invitation of the school to investigate the efficacy of English as an Additional Language (EAL) teaching to students at a secondary-age international school, who do not have English as their first language and who are undertaking an EAL programme. A small-sample, single context case study approach was used. Although the research was undertaken in only one context, the findings might well be of value to others in similar settings. The research showed that it is important for mainstream teachers to engage in EAL activity and for EAL departments to engage in mainstream activity, that the interrelationship between the mainstream programme and the EAL programme is important, and that a focus on individual students by all teachers is important.